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2015 nov assessment without levels, 2014 national curriculum

1.
ASSESSMENT WITHOUT LEVELS
at
St. Paulinus Catholic Primary School
Tuesday, 3rd November 2015

2.
The new National Curriculum for England is
now being taught in all maintained schools.
As part of Government reform, assessing
using levels has now been removed and
schools are expected to assess without
levels.

3.
Previously, all schools tracked the progress and
attainment of each student using levels, starting at 1
and potentially ending (at Primary School) at level 6.
Each level was divided into 3 sections: C, B and A.
C was the lowest part of the level, with A being the highest part
of the level.
A ‘4B’ represented a child who in Year 6 had reached the
national average. Level 4 is what all schools aim for, as this
ensures pupils are secondary ready.
Some of the pupils at St. Paulinus achieve a Level 5 at the end of
Year 6. Some pupils will achieve a Level 6 which equates roughly
to a C grade GCSE.

4.
So why is ‘Life Without
Levels’ a more fair and
precise system of
assessment?

5.
“Levels have detracted from real feedback and schools have found it
difficult to apply them consistently – the criteria are ambiguous and
require teachers to decide how to weight a huge array of factors … It
willbeforschoolstodecidehowtheyassesspupils’progress.”
Levels could hide gaps that pupils had in their
knowledge and understanding.
The new system is totally personalised to each
child where every single skill within each
subject is assessed – therefore empowering
teachers, pupils and parents.

6.
Assessment continues to be at the heart of
teaching and learning at St. Paulinus Catholic
Primary School; it is fair, honest, ambitious,
appropriate and consistent. We have taken the lead
in developing our curriculum and assessment
systems which meet the needs of all our pupils.

8.
1 2 3 4 5 6 7
Emerging/
below
Emerging Emerging Emerging Expected Exceeding Exceeding
Meeting less
than 25% of
the
statements
Meeting 25%-
50% of the
statements
Meeting 50%-
75% of the
statements
Meeting 75%and
more of all
statements but
not yet met all.
Meeting > 90%
of all year
group
expectations
securely.
> 90% of
Expected &
<60% of
exceeding
> 90% of
expected &
≥ 60% of
exceeding
Makes the
occasional
error.
Rarely makes
mistakes.
Has shown a
strong evidence
that they can
apply their
knowledge to a
range of
situations, puzzles
and problems.
Teacher
believes that the
child fully
understand the
concepts fully.
Teacher believes
the child is
confident at
meeting the
statements.
More able
children.
Meeting 50% of
the exceeding
statements.
Meeting 100% of
exceeding
statements.

9.
Ongoing assessments…
Writing
Children have one to one sessions with their teacher to discuss
misconceptions, achievements and targets. Children are
assessed every half term.
Reading
Children read on a one to one basis with their reading book.
Comprehension skills and understanding is assessed through
guided reading. Children complete ongoing termly reading tests.
Maths
Children are constantly assessed in maths; lesson objectives
covered; end of year targets in the books; pre and post
assessments; and ongoing half termly tests.

12.
Our curriculum and assessment framework enables us to
pinpoint the aspects of the curriculum in which pupils are falling
behind whilst recognising exceptional performance.
The new assessment system tracks how each pupil is performing
against the new skills of the national curriculum. Teachers use
the outcomes of these assessments to summarise and analyse
attainment and progress for their pupils and their classes and
use this data to plan the learning for every pupil, ensuring they
meet or exceed expectations.
Teachers and leaders analyse the data across the whole school to
ensure that pupils identified as vulnerable or at particular risk in
this school are making appropriate progress and that all pupils
are suitably challenged.
We celebrate all achievements across a broad and balanced
curriculum, including sport, art and performance, science,
behaviour, and social and emotional development.

13.
Assessment Without Levels
1) What did you learn from today’s workshop?
2) What do you think about the removal of levels?
3) What do you think of St. Paulinus’ new tracking system, where each child is assessed
against the skills associated with their age?
4) How would you like to be informed of your child’s progress towards meeting all of their
age-related skills?
5) Other comments:
at St. Paulinus Catholic Primary School
Tuesday, 3rd November
Parent Feedback